Purpose: A brief from the National Comprehensive Center for Teacher Quality on the role of teacher leadership in education innovation states, "Teacher leadership is the process by which teachers, individually or collectively, formally influence their colleagues, principals, and other members of the school community to improve teaching and learning practices with the goal of increased student learning and achievement." There are different forms of teacher leader roles including "teacher leader," "master teacher," "peer mentor," or "academic coach." Element 1 provides overview information on the approaches to and models of teacher leadership.
Purpose: A teacher aspiring to be a "teacher leader," "master teacher," "peer mentor" or "academic coach" should first investigate the nature of such role, how the role might fit with his or her abilities, and identify the associated educational and certification/licensure requirements of each role. Element 2 provides information to assist a teacher in preparing for a teacher leader role.
Guideline: Pursuing a teacher leader role may require additional professional education. If additional coursework is required, identifying institutions of higher education offering such courses is necessary. This task provides information about these programs.
This link is to the Teacher Education Accreditation Council's quality principles for educational leadership programs. Being aware of these principles may be useful when considering enrollment in a graduate program offering a master's degree or certificate in teacher leadership.
This link is to the National Council for Accreditation of Teacher Education (NCATE) website. As noted at its website, "NCATE as a professional accrediting body for colleges and universities that prepare teachers and other professional personnel for work in elementary and secondary schools."
This resource provides a compilation of postgraduate programs offering either a master's degree or certificate in teacher leadership. This is not a comprehensive list of all such programs. It is offered for information purposes only. The programs have not been reviewed by and are not endorsed by the Comprehensive Center.
Purpose: To recruit teacher leaders effectively, a district needs to have a plan of action. The plan should identify the teacher leader role within the district, define the prerequisites for the role, and reflect applicable state standards or certification or licensure guidelines and an awareness of educational programs providing course work associated with the teacher leader role. Element 3 provides resources to assist the district in developing such a plan.
Purpose: A teacher in a peer leadership role helps colleagues improve their professional practice, supports collaboration and instructional strategies, and encourages professional learning. Fulfilling these roles successfully is the essence of teacher leadership. Element 4 provides resources to assist in becoming an effective teacher leader.
Purpose: Teachers in leadership roles must attend to their own continuing professional learning to enhance their abilities to support colleagues to improve their instructional capabilities. Teacher leaders could have a dual teaching role, one with their students and the other with their peers. Element 5 provides resources to assist teacher leaders in addressing their professional learning.